Title

Authors

Document Type

Article

Department/Program

Education

Pub Date

2012

Abstract

Teachers working with English language learners can and should help both ELLs and monolingual students meet the same curriculum-based learning goals. To do this, instruction for ELLs—not learning objectives—should be modified using specific teaching strategies that provide needed, developmentally appropriate language support. To do this, choose the ESOL (English for speakers of other languages) instructional strategies after identifying curriculum-based learning objectives and the types of learning activities that will best help both ELL and non-ELL students to meet those objectives. Then select the technologies that best support each and all in service of student learning. That is the key to effective instructional planning and technology integration in any curriculum that seeks to promote ELLs' academic development